Transition to Adulthood What does a person with disabilities do with their life after schooling and youth programs come to a screeching halt? To quote the National Down Syndrome Society: “For many parents who have enjoyed modern early childhood services and the Individuals with Disabilities Education Act (IDEA)-mandated educational services, the greatest shock comes once their child graduates at age 18 or leaves the education system at age 21. The wonderful continuum of educational services ends with a thud. The system for delivery of services is very different for adults. It is fragmented across an array of providers and usually has eligibility criteria. Having a disability which was identified while the child was in school, for which he or she has received services, does not automatically entitle the individual to services in the adult system.” The B.E.S.T. Network is providing a solid program for young adults with disabilities that impacts all areas of development through participation in the arts. They are bringing young adults with and without disabilities together to work on performing arts projects creating a community of full inclusion which is the main objective of any responsible programming working with people with disabilities. Music Therapy Research has proven that when anything one is trying to learn is set to music, it increases the probability that the concept or information will be learned. The following is a quote from Colleen Klym, a music therapist that works with people with developmental disabilities and brain injuries: "Music engages a different part of the brain. So while one part of the brain might not be able to process things, the part that processes music might be more advanced in these kids who are developmentally disabled." A father engaged in music therapy with his son with disabilities responded: “With standard therapies Anthony would make some progress, but the difference when the therapies were integrated with music was stunning.”